Sample Lesson Plan 2

edTPA Lesson Plan
Name Katelyn Richer

Lesson #, Lesson Title Lesson # 9; Applying Multiplication Strategies to Solve 1-Digit and Multi-
Digit Problems
Date and Day of the Week Thursday October 12, 2017
Grade Level and Class Grade 4 General Education
Period and Length 50 minutes
Materials Needed SMART board, 30 copies of Multiplication Packets
Standards and Objectives

Standards:
CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using
strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based
on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.
Learning Objectives:
Students will be able to decompose numbers.
Students will be able to apply area models to multiply a multi-digit number by a 1-digit number.
Students will be able to utilize place value and partial products to multiply a multi-digit number by a 1-digit number.
Central Focus:
Develop understanding and fluency with multi-digit multiplication.
Academic Language Demands:
Language Function-decompose, apply
Language Demand-Writing, reading, speaking
Vocabulary- decompose, area, area model, product, partial products
Syntax- Mathematical sentences (using words or symbols)
Discourse- Making and supporting a conjecture
Language Support- Circulate and provide feedback
Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale
10 Launch (Motivation) The Launch portion of the lesson is

minutes used to connect the lesson to prior
The teacher will explain to the class that today’s lesson will focus on knowledge and previous lessons.
practicing to multiply larger numbers. The teacher will remind students
that one way to think about multiplication is through the concept of area.
The teacher will provide students with an example of area by drawing a
rectangle on the board and multiplying to find the area (i.e. 3 x 2 = 6).
The teacher will go over another way to multiply, which is to break
numbers into smaller parts, or decompose numbers. The teacher will
review the concept of decomposing numbers by their place value (i.e. 12
= 10 + 2 or 36 = 30 + 6). Students will decompose a few numbers with a
partner and the teacher will call on students to share answers (i.e.
edTPA 12/15/16 p. 1

decompose: 82, 17, 24).
10 Instructional Procedure (Explore) The lesson will begin with explicit

minutes instruction to provide students with
The teacher will write a simple two-digit times one-digit problem on a clear model of a skill or concept.
board (i.e. 5 x 16). The teacher will explain to the students that one
strategy they will be practicing today is called area model. When using Guided instruction will be used to
an area model, each factor in the multiplication problem is used as a support students while
dimension of a rectangle. The area of the rectangle is the product, or simultaneously allowing students
answer, of the multiplication problem. to participate in instruction.
The teacher draws a rectangle on the board and explains that when
solving the problem on the board, the factors 5 and 16 represent the
length and width of the rectangle. The teacher will label the short side of
the rectangle with 5. Then the teacher will explain to the students that
because 16 is a two-digit number, it can be decomposed by place value
(i.e. 10 + 6) so that it is easier to multiply. The teacher will draw a line to
divide the long side of the rectangle into two parts. Write 10 and 6 over
the two divided parts so that you have a rectangle that has an area of 10
x 5 and one with an area of 6 x 5. Multiply to find the area of each
portion of the divided rectangle and write the product inside the
corresponding piece of rectangle (i.e. 50 and 30). Add the two partial
products (parts of the total answer) to get the area of the entire
rectangle. The teacher will explain to your students that she used the
concept of area to help find the product, but since this was not an area
problem to begin with, we do not need to add any units of measurement
to our answer. The teacher will then write 16 x 5 = 80 below the area
model. The teacher will explain that another way to write this equation
would be using the Distributive Property: (5 x 10) + (5 x 6) = (50) +
(30) = 80
5 [Assessment during Instructional Procedure] The teacher role begins to shift

minutes from modeling to or for learners,
The teacher will guide students through another example (i.e. 24 x 7). then works with them as a guide.
The teacher will do so through the same process as performed by direct
instruction, but will, this time, ask students to help and allow students to
respond to posed questions. The teacher will use student responses to
gain insight into student understanding.
15 Structured Practice and Application By shifting student responsibility

minutes gradually, eventually the teacher is
The teacher will then give students a problem to try with a partner by their side as they become more
(i.e. 12 x 6). The teacher will regain the attention of the class and go independent.
over the problem.
Independent student activities
The teacher will give students a worksheet with problems to solve provide students with opportunities
independently (i.e.13 x 9). The teacher will circulate and offer support as to apply what they have learned
needed. Then, the teacher will go over problems as a class. from direct instruction, guided
instruction, and collaborative
edTPA 12/15/16 p. 2

learning.
5 [Assessment during and/or after Structured Practice] Formative assessments allow

minutes teachers to monitor students'
The teacher will use student responses to independent questions, and acquisition of knowledge and skills
collect worksheets, to assess student comprehension while students are still developing
their foundational knowledge.
5 Closure
minutes
As students finish worksheets, the teacher will allow groups to use the
classrooms in the classroom to go on Fast Math and practice their
multiplication facts.
edTPA 12/15/16 p. 3

Sample Lesson Plan 2

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What strategies are taught for multiplying multi-digit numbers?

How are area models used to solve multiplication problems?

edTPA Lesson Plan

Name Katelyn Richer

Standards and Objectives

Instructional Strategies and Learning Tasks that Support Student Needs

10 Launch (Motivation) The Launch portion of the lesson is

10 Instructional Procedure (Explore) The lesson will begin with explicit

5 [Assessment during Instructional Procedure] The teacher role begins to shift

15 Structured Practice and Application By shifting student responsibility

5 [Assessment during and/or after Structured Practice] Formative assessments allow

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